Barriers to African parental involvement within the UK education system

TY - JOUR

T1 - Barriers to African parental involvement within the UK education system

AU - Corrado, Evelyn Wandia

PY - 2025/3/12

Y1 - 2025/3/12

N2 - Even though students from African backgrounds have above-average education achievements in the UK, some students still struggle to integrate into the school systems. Parental involvement has been reported to have a significant influence on pupil achievement. Thus, this research aimed to identify parental involvement barriers experienced by African parents. The researcher conducted five focus group interviews with 32 black African parents living in the UK. The focus groups were both on Zoom and face-to-face. The participants immigrated to the UK from different parts of Africa as adults or in their late teenage years. The Africa ethos of collaboration and dialogue were utilised to help participants freely discuss their experiences. The approach was formed from an empowerment perspective, aiming to break the top-down barriers that hinder African parental involvement. Thematic analysis was used to reveal emerging themes. This study findings indicated cultural and structural factors that need addressing, such as prejudice from teachers, poor communication systems between schools and parents about the curriculum, and expectations for parents’ involvement. In addition, many parents voiced a lack of understanding of the school system, hindering their involvement. The issues identified in the study need to be acknowledged and addressed collaboratively by key players to enhance the best outcomes for children from black African families.

AB - Even though students from African backgrounds have above-average education achievements in the UK, some students still struggle to integrate into the school systems. Parental involvement has been reported to have a significant influence on pupil achievement. Thus, this research aimed to identify parental involvement barriers experienced by African parents. The researcher conducted five focus group interviews with 32 black African parents living in the UK. The focus groups were both on Zoom and face-to-face. The participants immigrated to the UK from different parts of Africa as adults or in their late teenage years. The Africa ethos of collaboration and dialogue were utilised to help participants freely discuss their experiences. The approach was formed from an empowerment perspective, aiming to break the top-down barriers that hinder African parental involvement. Thematic analysis was used to reveal emerging themes. This study findings indicated cultural and structural factors that need addressing, such as prejudice from teachers, poor communication systems between schools and parents about the curriculum, and expectations for parents’ involvement. In addition, many parents voiced a lack of understanding of the school system, hindering their involvement. The issues identified in the study need to be acknowledged and addressed collaboratively by key players to enhance the best outcomes for children from black African families.

KW - African Parents

KW - Parental Involvement

KW - Social Justice

KW - Voices

KW - UK Education

U2 - 10.1177/17577438241312607

DO - 10.1177/17577438241312607

M3 - Article

JO - Power and Education

JF - Power and Education

ER -